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ABSTRACTS:
Improving
students. conceptual understanding depends on the question types asked
in exams by the teachers. In the related literature, in order to analyse
the cognitive levels of the questions, Bloom's Taxonomy has been mostly
used. The aim of this study was to analyse and compare the chemistry questions
asked in exams at different schools in two cities in Turkey in terms of
the levels of cognitive domain of Bloom's Taxonomy. The study was carried
out in three types of high schools (student age: 14-17): .Ordinary., .Anatolian.,
and .Vocational., from the cities of Trabzon and Amasya, with 17 chemistry
teachers in 2000-01. 403 questions set in school examinations were analysed.
It was found that 96% of the questions were of the lower-order cognitive
skills (LOCS) type. Statistical tests showed that the question types were
related to school type. On the other hand, more than half of the questions
asked in the university entrance examination (OSS) were of the higher-order
cognitive skills (HOCS) type. This contradiction causes a problem between
the assessment at high school and that at the OSS. Recommendations for
overcoming this problem are made.
KEY WORDS: Assessment,
Chemistry examination questions, High-school examinations, University
entrance examinations, Bloom's taxonomy, Lower-order cognitive skills
(LOCS), Higher-order cognitive skills (HOCS), Turkey
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